Health Science Careers

Exploring Careers in Health Sciences

People considering careers in health sciences typically tend to think primarily of doctors and nurses. There is also the sonographer, the nutritionist, the cytotechnologist, the mental health counselor, and the health information manager, among dozens of other health professionals, who provide diagnostic and therapeutic services. All of these specialized and highly skilled professionals are an essential part of any health care team.

To encourage high school students to investigate specialties in the health field, Rutgers School of Health Professionals has partnered with New Jersey high schools to offer exploratory programs in health sciences and health care for junior and seniors. At the same time, they can earn up to 34 college credits.

Not only does the program familiarize students with the abundance of careers in health fields, it serves as a pipeline to meet New Jersey’s need for professionals in the fast-growing health care field. According to the United States Department of Labor, employment in health care is projected to grow 19 percent from 2014 to 2024 due to an aging population and increased access to health insurance. Heath care is expected to add more jobs than any other group of occupations.

We encourage students to contact your high school to see if it offers Careers in Health Sciences in partnership with Rutgers School of Health Professions.

High School Program

Faizan Munshi spent four years in high school exploring careers in health sciences. He became a medical student at Robert Wood Johnson Medical School.Photo: Courtesy Faizan Munshi

The program is part of the regular high school day. Students take college‐level, interdisciplinary, general health care, communication, and sciences courses generally during the junior and senior year of high school. Students in the program gain a solid foundation in the health sciences, and their experience with college level course work enhances academic skill development.

Only high schools with an approved Memorandum of Understanding in place and faculty with SHP Faculty appointments are qualified to participate in the Health Science Careers Program. Exam registration is only through the Rutgers School of Health Professions Health Science Careers Program Registration Application. For more information on initiating a Health Science Careers program at your high school, high school administrators should contact Suzanne D’Anna at dannase@shp.rutgers.edu.

Fast Facts:

The program was launched in 1993 with a grant from the New Jersey Department of Education

More than 65 high schools in New Jersey have the Rutgers SHP Careers in Health Sciences Program

In addition to coursework students perform 10 hours of clinical shadowing during each of their two years in the program

The mission of the Rutgers School of Health Professions Health Science Careers (HSC) program is to provide school to careers preparation for multiple health careers through a core curriculum emphasizing science, the human and organizational side of health care, and the opportunity to earn college credit and clinical experience.

Program goals:

Assist in achieving the health work force needs of the State;

Promote the concept of the health care team as essential to patient well‐being;

Assist in creating a health work force that has ethnic and gender diversity;

Provide students with a strong foundation in science, communication, and the health care system;

The curriculum provides the students with the opportunity to earn one to 34 college credits.

Students must complete Dynamics of Health Care in Society, at least one other course, and gain a clinical experience. If a student does not achieve college level work, the high school lists the program and no university credit is received.

The high school will be given syllabi for each course, suggested topical outlines, assignments, and activities.

To teach the Rutgers SHP courses, the high school faculty must receive a Rutgers SHP faculty appointment and have at least a master’s degree and or a degree as a health professional. Each individual is evaluated individually to evaluate qualifications. The college credit is granted to the student upon high school graduation, if course credit is earned.

Anatomy and Physiology is the study of the structure and function of the human body. These courses follow a sequential development of the major body systems in an organized and structured curriculum. The course is designed to give the students a selective overview of human anatomical structure and an analysis of human physiological principles. Labs will include slide work, dissection of various animals and studies of the human skeleton. The course will also use computer simulated dissection

Emergency and Clinical Care

Emergency and Clinical Care is a course that describes how to respond to emergencies before medical help arrives. The course is designed to give the student the knowledge of how to recognize and respond to an emergency. The intent of the course is to help the student feel more confident in his/her ability to act appropriately in the event of an emergency. Students are prepared to 1) obtain a patient medical history, 2) take and record vital signs relative to medical/dental treatment, and 3) acquire cardiopulmonary resuscitation certification.

The goal of this course is to provide students with the training needed to respond to community emergencies. First aid topics such as bleeding, shock, bandaging, burns, head and spinal injuries, chest, abdominal and pelvic injuries, bone, joint, and muscle injuries, splinting, medical emergencies, environmental emergencies, and traumatic injuries will be addressed. Students must complete the BLS Health Care Provider course through the AHA or similar through the American Red Cross

Dynamics of Health Care in Society

Dynamics of Health Care in Society is an orientation to health care and delivery, from an interdisciplinary perspective, with a focus on process skills to include critical thinking, ethical reasoning, effective communication, and self‐directed learning abilities. The professional competencies stress application to general issues and topics common to all health care providers. Emphasis is placed on the role of the health care practitioner as both provider and consumer of health care services.

Medical Terminology

Medical Terminology is the study of words that pertain to body systems, anatomy, physiology, medical processes and procedures and a variety of diseases. It provides specialized language for the health care team, enabling health care workers to communicate in an accurate, articulate and concise manner. This course is designed to give the students a comprehensive knowledge of word construction, definition and use of terms to all areas of medical science. The course includes but is not limited to terms to anatomy of the human body, functions of health and disease, and the use of language in processing medical/dental records and claim forms. Included with the Medical Terminology curricula is additional information on various CD‐ROMs available to supplement the current curricula or to use as a student‐centered teaching tool. The CD‐ROMS offer an interactive modality of teaching which enhances learning.

Medical Math

This course is to provide a review of basic mathematical calculations, to instruct the learner on how to convert equivalents from one system to another and accurately mix and measure drugs, to provide the learner with the necessary mathematical background needed for pharmacology, and to provide the learner with the theory and skills necessary to administer medication safely. For the purpose of sharpening the learners’ math calculation skills and to develop a logical sequence of operations in solving complex dosage calculations, no calculators are used during this course.

Scientific Principals of Nutrition

This course outlines the relationship of diet, lifestyle, and the prevention of disease. An overview of the digestion, absorption, and metabolism of protein, carbohydrates, fat, vitamins, and 5 minerals is provided. Nutrition needs at various stages of the lifespan are stressed. Applying the science of nutrition to your life including needs for fitness and physical activity, evaluating nutrition claims, food labeling, and other consumer concerns are emphasized.

Nutrition and the Lifespan

Nutrition and the Lifespan outlines life cycle nutrition including pregnancy and lactation, infancy, childhood and adolescence, the adult and the later years. Nutrition needs at various stages of the lifespan are stressed, and additional topics include complementary and alternative medicine, hunger and the global environment, and consumer concerns about food and water including the Servsafe® food handler course and exam. Applying the science of nutrition to the lifespan including prevention of chronic disease, food safety and biotechnology, and environmentally‐friendly food choices will be explored.

Fundamentals of Health and Wellness

This course provides a comprehensive overview of health and wellness. The impact of lifestyle choices on all aspects of personal health are discussed including physical, mental, emotional, social, and environmental. The course will explore topics to nutrition, physical fitness, stress management, disease prevention, substance abuse, and healthy relationships. The information and skills necessary for making informed and healthful decisions to promote wellness will be discussed with an emphasis on self‐responsibility.

Writing for the Health Professional

Written communication is essential in many professions. In the health care field, there is an increasing demand for competent and qualified professionals who can write well. This introductory course enables the student to recognize and develop writing techniques and processes that are clear, accurate, responsible, and audience appropriate. The course includes developed discussion regarding various aspects of writing mechanics and structure and also ties in practical applications to common writing situations found in the medical setting.

Introduction to Clinical Research

This course is designed to provide students with a basic understanding of what clinical research is and the scientific principles on which it is based. The course starts with a historical perspective on clinical research and then goes on to explore in detail the following topics: purpose and phases of clinical research, clinical trial development and conduct, ethical and regulatory implications, and the roles and responsibilities of all parties involved in clinical research.

Dental Head and Neck Anatomy

This course is a study of the basic anatomy of the oral cavity, a study of the nomenclature, structure, morphology, and function of the teeth. Demonstrations and lecture sessions are designed to emphasize the clinical appearance of the anatomical features of the teeth and to point out relationships to adjacent teeth, opposing teeth, and surrounding tissues. This course also describes the structure and function of the gross structures of the head and neck. Discussions will emphasize importance of anatomical concepts in relation to dental patient treatment.

Dental Health Education This course is designed to prepare the dental auxiliary student to provide patient education to individuals and groups, focusing on the patient as a whole person, analyzing the patients’ lifestyle, values, behavior patterns and the environment in which the patient lives. The course takes the student through a process regarding the development, implementation, and evaluation of dental health education programs in a number of settings. Students will be evaluated using assignments and case studies, fact based examinations and quizzes, class activities and discussion, required participation in community service activities and an oral table clinic presentation. Criteria and guidelines for the table clinic and community service requirements will be detailed in a separate handout.

Practice Management

This course prepares the student in dental practice management procedures. Topics include appointment contacts, telephone techniques, record keeping, insurance, computerized dental systems, and resume writing and interviewing. Legal, ethical, and safety issues are emphasized. Case studies in ethics will be emphasized followed by group discussion.

Medical Emergencies in the Dental Office

The course is designed to cover the causes of various medical emergencies and how to manage an episode in the dental office. Through lectures and reading materials the student will learn about various conditions that can lead to a medical emergency in the dental office, how to recognize it and what management steps are necessary in that particular case. The student is also taught how to prevent a medical emergency from occurring via proper history taking techniques. The course also includes a laboratory project, which involves independent research on a given systemic condition.

Online standardized comprehensive exams for each course must be taken at approved sites in the Winter/Spring of each year. Emergency and Clinical Care instructors must also be certified by the American Red Cross or American Heart Association. College credit cannot be obtained without taking the standardized tests. Health Science Careers Program Grading System 2016‐2017

All students must attain a C (73) or better to earn college credits. Minimum passing standardized exam grade for all students must be at least 70 before calculations of college transcript grade can be determined.

No grades are higher than 100% (i.e. no extra credit above 100%). When calculating the final grade that appears on the Rutgers transcript the above grading system applies. Keep in mind the Rutgers, SHP numerical equivalent may not be the same as your school.